Area de Matemáticas

Área de Matemáticas

Para el niño avanzar a trabajar los materiales del Area de Matemáticas debe haber logrado dominar el uso de la mayoría de los materiales de Vida Practica y Sensorial. La razón para seguir esta secuencia es que son estos materiales los que permiten al niño normalizarse, es decir lograr cierto nivel de autocontrol, desarrollar el sentido propioceptivo y sobre todo lograr trabajar con orden concentración, coordinación e independencia. Por lo tanto, en el salón de niños de 3 a 6 años durante los primeros dos o tres meses nos concentramos en trabajar los materiales de Vida Practica y Sensorial para luego introducir las áreas más académicas como son matemáticas, lenguaje, cultura y ciencias.

Los niños en esta etapa van de lo concreto a lo abstracto por lo que los materiales de Matemáticas llevan este orden de presentación. La Dra. Montessori diseño varios materiales que permiten al niño dominar los conceptos matemáticos básicos de forma concreta dejando una impronta en la mente del niño que le permitirá entender más tarde conceptos matemáticos con un alto nivel de abstracción, como son el paso de una categoría decimal a otra, (decena a centena), operaciones matemáticas básicas de forma dinámica (ejem. tomar una decena prestada en resta), binomio, trinomio, etc.

Entre los conceptos matemáticos que un niño de 3 a 6 años de edad aprende trabajando con los materiales del Área de Matemáticas, tenemos: numeración, cantidad, fracciones, valor de posición y las operaciones básicas de adición, multiplicación, sustracción y división.

Los materiales se presentan en el siguiente orden:

Introducción a los números

• ·         Barras numéricas y símbolos (equivalencia entre símbolo y cantidad)
• ·          Números de lija (relación entre el nombre del número y el símbolo)
• ·          Caja de husos
• ·          Fichas y numerales (concepto par e impar)
• ·         Juegos de memoria

Las cuatro operaciones con el sistema decimal: suma, resta, multiplicación y división

• ·         Material de perlas doradas
• ·         Introducción al sistema decimal
• ·         Bandeja de presentación con cuentas y tarjetas
• ·         Formación de números grandes
• ·         Juego del banco
• ·         Enseñanza simple y dinámica: suma, multiplicación, división y resta
• ·         Juego de estampas, las cuatro operaciones.

Conteo y números

·         Tablas de Seguin del 11 al 19

·         Tablas de Seguin del 11 al 99

·         Tablero de 100

·         Bastones de Cuentas  con gabinete

Conceptos básicos de:

Suma:

·         Escalera de perlas

·         Tablero de la suma

·         Serpiente positiva

Resta:

·         Serpiente negativa

·         Tableros de la resta

Multiplicación:

·         Multiplicación con la escalera de perlas de colores

·         Tablero de la multiplicación

División:

·         Tableros de la división

Mathematics Area

Mathematics Area

To advance and to work the materials of the Mathematics Area, the child must manage to master the use of most of the materials of Practical Life and Sensorial. The reason for following this sequence is that it is these materials allow the child to normalize, that is to achieve a certain level of self-control, to develop the proprioceptive sense, and above all, to achieve work with order, concentration, coordination, and independence. Therefore, in the classroom of children from 3 to 6 years old, the first two or three months we concentrate on working with the materials of Practical Life and Sensorial and then introduce the most academic areas such as mathematics, language, culture, and science.

The children in this stage go from concrete to abstract reasoning, why the materials of Mathematics take this order of presentation. Dr. Montessori designed several materials that allow the child to master the basic mathematical concepts in a concrete way, leaving an imprint in the mind of the child that will allow him or her to understand later mathematical concepts with a high level of abstraction, such as the passage of a decimal category to another, (ten to hundred), basic mathematical operations dynamically (e.g. take a ten borrowed in subtraction), binomial, trinomial, etc.

Among the mathematical concepts that a child of 3 to 6 years of age learns working with materials from the Mathematics Area, we have numbering, quantity, fractions, position value and the basic operations of addition, multiplication, subtraction, and division.

The materials are presented in the following order:

Introduction to numbers

• Numeric beads and symbols (equivalence between symbol and quantity)

• Sandpaper numbers (the relationship between the name of the number and the symbol)

• Spindles Box

• Fiches and numerals (even and odd concept)

•             Memory games

The four operations with the decimal system: addition, subtraction, multiplication, and division

• Golden Beads material

• Introduction to the decimal system

• Presentation tray with accounts and cards

• Formation of large numbers

• Bank game

• Simple and dynamic teaching: addition, multiplication, division, and subtraction

• Stamps Game, the four operations.

Count and numbers

• Tables of Seguin from 11 to 19

• Tables of Seguin from 11 to 99

• Board of 100

Basic concepts of:

Sum:

• Beads staircase

• Addition board

• Positive snake

Subtraction:

• Negative snake

• Subtraction boards

Multiplication:

• Multiplication with colorful beads ladder

• Multiplication board

Division:

• Division boards

Sensorial Area

Sensorial area

The sensorial area helps the child to organize his sensations and to discover logical relationships between different shapes, sizes, colors, textures, sounds, tastes and also to sensitize himself to subtle graduations.
The small child faces the world around him using all his senses constantly. First, it is related to the classification of the environment, this is a gradual process. The child observes, then manipulates by dropping things. To hear, the first one selects the sounds of human voices and begins to communicate. He has a need to explore his growing environment. Here begins the gradual process of the organization of the intellect.

The child at six (6) months of age can distinguish certain objects that come to mind and record them. He learns to separate different characteristics in his mind and relates them to specific objects. These impressions are channeled and externalized through the senses. This sensory experience and the need to carry out this experience begin at the beginning of life and guide the child towards the intellectual formation. Therefore, the sensorial material is to help the child in the formation of the intellect, not to give new sensations.
The objective of the sensorial materials is that the child acquires a clear and conscious classification of things.
Dr. Montessori called sensorial material "materialized abstraction" because through work the child can reach abstraction. The result is not only the ability to distinguish qualities but also to form an independent judgment and a clear and orderly mind, which is very necessary to sharpen the intelligence.
Sensorial materials help children explore and refine the five classic senses of sight, hearing, taste, touch, and smell, as well as the complex senses of temperature (thermal), baric (weight) and stereognostic (identification of objects by size and shape, based only on touch).

Another important aspect of the sensorial material is the isolation of the qualities because the attention is focused when the quality is isolated. Each material isolates a quality, such as color, shape, roughness or length, and then only that quality varies. This isolation of what is different in a single aspect allows children to perceive Piaget's cognitive abilities, such as one-to-one correspondence, classification, and seriation. (Chattin-McNichols, The Montessori Controversy)

Area Sensorial

Área de sensorial

El área de sensorial ayuda al niño a ordenar sus sensaciones y a descubrir relaciones lógicas entre diferentes formas, tamaños, colores, texturas, sonidos, sabores y también a sensibilizarse a sutiles graduaciones.

El niño pequeño se enfrenta al mundo que le rodea usando constantemente todos sus sentidos. Primero se relaciona con la clasificación del ambiente, este es un proceso gradual. El niño observa, luego manipula dejando caer las cosas. Para oír, el primero selecciona los sonidos de las voces humanas y empieza a comunicarse. El tiene una necesidad de explorar su ambiente cada vez mayor. Aquí empieza el proceso gradual de la organización del intelecto.

El niño a los seis (6) meses de edad puede distinguir ciertos objetos que vienen a su mente y los graba. El aprende a separar distintas características en su mente y las relaciona con objetos específicos. Estas impresiones se canalizan y exteriorizan a través de los sentidos. Esta experiencia sensorial y la necesidad para llevar a cabo esta experiencia empiezan a principio de la vida y orienta al niño hacia la formación intelectual. Por esto el material sensorial, es para ayudar al niño en la formación del intelecto, no para dar nuevas sensaciones.

El objetivo del material sensorial es que el niño adquiera una clasificación clara y consciente de las cosas.

La Dra. Montessori llamo al material sensorial “abstracción materializada” porque por el trabajo el niño puede llegar a la abstracción. El resultado no es solamente la habilidad para distinguir cualidades, sino también para formar un juicio independiente y una mente clara y ordenada, la cual es muy necesaria para agudizar la inteligencia.

Los materiales Sensoriales ayudan a los niños a explorar y refinar los cinco sentidos clásicos de la vista, el oído, el gusto, el tacto y el olfato, así como los sentidos complejos de temperatura (térmica), bárico (peso) y estereognóstico (identificación de objetos por tamaño y forma) basado solo en el tacto).

Otro aspecto importante del material sensorial es el aislamiento de las cualidades, pues la atención es enfocada cuando se aísla la cualidad. Cada material aísla una cualidad, como el color, la forma, la rugosidad o la longitud, y luego varía solo esa cualidad. Este aislamiento de lo que es diferente en un solo aspecto permite a los niños percibir las "habilidades cognitivas piagetianas, como la correspondencia uno a uno, la clasificación y la seriación". (Chattin-McNichols, La Controversia Montessori)

Language Area

Language Area

Language is the most important tool that man has to develop. Before the language was developed, man had not been able to express himself verbally. It was at the level of an animal. Today there are about 8,900 languages ​​from the time of primitive man to today.

Civilization grew as man learned to express his ideas to one another, to live and to work in community. Language is the basis of all knowledge and human relationships.

The child should hear the sounds used by people around him before playing them. The development of speech depends on the sounds you have heard and that your mind has retained. Speech is produced by a natural logical mechanism. The apparent influence of such intellectual direction acts creatively, psychologically and physically.

A special mechanism exists for language which allows man to make his own language. This is what distinguishes the human species from the animal.

The child imitates what he hears around him. The child can learn any language that is taught during the first years because his way of learning at this stage is imitative.

The most important area of ​​the Montessori system is language. Students spend half of their time studying subjects related to language. In fact, the learning of almost all materials depends on your understanding of the language.

The young child has primary attention to the language area, because from here the child absorbs knowledge, develops skills and sharpens the intelligence with the materials found in the environment.

The first materials in the Montessori room for children from 3 to 6 years old seek to develop oral language, communication skills, listen, pay attention, decode, reproduce what is heard, analyze, infer, ask, elaborate and express ideas, follow mandates, auditory discrimination, perception, vocabulary enrichment, etc.

All these language development objectives are present transversely in the other areas of the Montessori environment.

Montessori environment's areas

The areas of a Montessori environment

 

Practical life

The young child has a special interest in the area of ​​practical life because through their materials such as preparing juice, peeling and cutting banana, polishing shoes, sweeping, grace and courtesy, etc. he learns to self-care which helps him enormously with the development of a healthy self-esteem and self-worth. In addition, practical life materials help him to develop indirectly the physical and cognitive skills necessary for the entire teaching-learning process. For example, he develop the fine motor, hand eye coordination, pencil grip , order, concentration, coordination and independence, these last four being the pillars of all the materials of a Montessori environment, since they are cognitive abilities that are not only necessary in childhood but in the whole life of the human being since it will put them into practice both in the formal academic learning of school and university and in the learning of the skills of daily life.

Purposes of Practical Life exercises

• Provide a strong motivation of activities and habits to work.

• They give an opportunity to exercise the movements of the body developing the thin and thick muscles.

• Develops the control of the nervous and muscular systems (senso-motor development)

• Provides the child with work and a purpose according to their development.

• Develop systematic habits with security and without hesitation until achieving attention, concentration, coordination and independence.

• Teach the care of the environment.

• Develop independence.

• Helps to acquire hygiene habits.

• Provide therapy for psychic deviations.

• Provide the means to develop a social behavior, soft and docile.

• Provide means for socialization.

• Develop the ability to observe.

• Develop memory.

• Develop making decisions together.

• To Help to achieve self-control and discipline until obedience.

Las áreas del ambiente Montessori: Vida Práctica

Las áreas de un ambiente Montessori
 Vida práctica

El niño pequeño tiene un especial interés hacia el área de vida práctica pues por medio de sus materiales como son preparar jugo, pelar y cortar banana, pulir zapatos, barrer, gracia y cortesía, etc. aprende a auto valerse lo cual le ayuda enormemente con el desarrollo de una autoestima y autovalor sano. Además, los materiales de vida práctica le ayudan a desarrollar de forma indirecta las destrezas físicas y cognitivas necesarias para todo el proceso de enseñanza aprendizaje. Por ejemplo, desarrollan la motora fina, coordinación ojo mano, agarre de pinza necesario para el agarrar el lápiz, orden, concentración, coordinación e independencia, siendo estos cuatros últimos los pilares de todos los materiales de un ambiente Montessori, puesto que son habilidades cognitivas que no solo son necesarias en la niñez sino en toda la vida del ser humano ya que las pondrá en ejercicio tanto en el aprendizaje académico formal de escuela y universidad como en el aprendizaje de las destrezas de la vida diaria.

Propósitos de los ejercicios de Vida Practica

• ·         Proveer una fuerte motivación de actividades y hábitos para trabajar.
• ·         Dan una oportunidad para ejercitar los movimientos del cuerpo desarrollando la musculatura fina y gruesa.
• ·         Desarrolla el control de los sistemas nerviosos y muscular (desarrollo senso-motor)
• ·         Provee al niño con trabajo y con un propósito de acuerdo a su desarrollo.
• ·         Desarrollar hábitos sistemáticos con seguridad y sin titubeos hasta lograr la atención, concentración, coordinación e independencia.
• ·         Ensena el cuidado del ambiente.
• ·         Desarrollar la independencia.
• ·         Ayuda a adquirir hábitos de higiene.
• ·         Proveer terapia para las desviaciones psíquicas.
• ·         Dar los medios para desarrollar un comportamiento social, suave y dócil.
• ·         Proveer medios para la socialización.
• ·         Desarrollar la habilidad para observar.
• ·         Desarrollar la memoria.
• ·         Desarrollar el tomar decisiones juntos.
• ·         Ayudar a la realización del autocontrol y disciplina hasta llegar a la obediencia.

2018-2019 Registration and Tuition

2018-2019 Registration and Tuition 

Noah’s Rainbow Christian Montessori Learning Program offers a comprehensive Montessori - Christian based curriculum:

·         Practical Life

·         Sensorial

·         Cultural and Language

·         Mathematics and Geometric

·         Science-experiments

·         Bible Study

We provide the child with a warm and loving Christian and Montessori based learning environment to accomplish our mission. 

“Educating in Christ for a New World”

2018-2019 Registration and Materials Fee*

Attendance	Annual Fee
Five days per week	300.00
Three days per week	200.00
Two days per week	150.00

*The registration and Materials fee must be paid in full before beginning the school year.

2018-2019 Tuition
Half day: 8:00 am to 12:00 m 

Attendance	Monthly Fee - Annual Fee*
Five days per week	525.00 - 5,250.00
Three days per week	400.00 - 4,000.00
Two days per week	250.00 – 2,500.00

* if you pay all year in advance you receive a 10 % discount.

*if you pay half of the year in advance you receive a 5 % discount.

Full day tuition*

8:00 am to 3:00 pm

Attendance	Monthly fee – Annual fee
5 days per week	800.00               8,000.00
3 days per week	675.00               6,750.00
2 days per week	400.00                4,000.00

*Not include lunch. The Children have to bring their lunch.

What is included on the tuition?

Light snack (organic-non GMO fruits and vegetables)

Parenting School/Parenting advisory

Full parents’ participation on the school program

Morning group 

9:00 am to 12:00 m

Daily schedule

Arrival	8:30 – 8:50
Call to Circle	8:55
Circle	9:00 – 9:30
Uninterrupted work block	9:30 – 11:10
Story Time	11:10 – 11:25
Transition to go out (weather permitting)	11:25 – 11:30
Free play	11:30 – 12:00
Dismiss	12:00

• The snack is served during the work block. Each child decides when to 

take it.

Afternoon Schedule

12:00 to 1:00	Lunch, story time, preparation for nap time.
1:00 to 2:30	Nap time
2:30 to 3:00	Wake up and free play